Art as Propaganda
In today's political arena, propaganda is often viewed in a negative light, under the pretenses that if it qualifies as propaganda, that it is either untrue, or is used to orchestrate a unified vision - something that is viewed negatively in our current state of championing individualism. While there are not-so-noble uses of propaganda, is it always bad?
Governments have long used art as propaganda to promote and publicize certain ideologies and policies. The most intriguing and prolific era of political propaganda was during World War II. The Axis and the Allies both utilized art to create a strong foundation in their country and champion their cause to justify the war by the demonizing of the respective enemy.
Some of the propaganda was used to comfort the citizens of countries who were struck the hardest by the war. Images like Rosie the Riveter, were used to empower those left on home front. Students will first be asked as a class, to define propaganda in their own terms. The instructor will make a list of the key words and phrases the students associate with the word. The students will then be shown an assortment of World War II propaganda images and determine if they feel as though propaganda can serve some good purposes.
After the class comes to a decision (it does not have to be unanimous) the instructor will show the short film made by artist Temujin Doran concerning the infamous British propaganda poster "Keep Calm and Carry On."
Governments have long used art as propaganda to promote and publicize certain ideologies and policies. The most intriguing and prolific era of political propaganda was during World War II. The Axis and the Allies both utilized art to create a strong foundation in their country and champion their cause to justify the war by the demonizing of the respective enemy.
Some of the propaganda was used to comfort the citizens of countries who were struck the hardest by the war. Images like Rosie the Riveter, were used to empower those left on home front. Students will first be asked as a class, to define propaganda in their own terms. The instructor will make a list of the key words and phrases the students associate with the word. The students will then be shown an assortment of World War II propaganda images and determine if they feel as though propaganda can serve some good purposes.
After the class comes to a decision (it does not have to be unanimous) the instructor will show the short film made by artist Temujin Doran concerning the infamous British propaganda poster "Keep Calm and Carry On."
Project #4
After the students view the video they will be assigned to create their own form of political or social propaganda. This can be serious, ironic or humorous, and should be relevant to current political or social happenings. Each student will create an 11x17 poster. The posters should be clean and have a clear emphasis on typeface and graphic design elements, making the message the primary focus as opposed to an overly complex image. Students are encouraged to explore typography, and clearly show their process in their sketchbook for creating the design of their propaganda poster. In the spirit of World War II era propaganda, the posters will be hand drawn, but the students are allowed electronic visual references.
The students will create a display in the hallways of the school so that they may see the reactions of the student body to the propaganda they have created.
Assessment:
Where the students able to create an effective message with their posters?
Where the students able to make a connection between WWII era propaganda, and contemporary issues?
Did the students address the question proposed at the beginning of the unit: Is propaganda always bad?
What teaching and learning experiences will equip students to demonstrate the targeted understandings and skills?
After the students view the video they will be assigned to create their own form of political or social propaganda. This can be serious, ironic or humorous, and should be relevant to current political or social happenings. Each student will create an 11x17 poster. The posters should be clean and have a clear emphasis on typeface and graphic design elements, making the message the primary focus as opposed to an overly complex image. Students are encouraged to explore typography, and clearly show their process in their sketchbook for creating the design of their propaganda poster. In the spirit of World War II era propaganda, the posters will be hand drawn, but the students are allowed electronic visual references.
The students will create a display in the hallways of the school so that they may see the reactions of the student body to the propaganda they have created.
Assessment:
Where the students able to create an effective message with their posters?
Where the students able to make a connection between WWII era propaganda, and contemporary issues?
Did the students address the question proposed at the beginning of the unit: Is propaganda always bad?
What teaching and learning experiences will equip students to demonstrate the targeted understandings and skills?
- Students will illustrate their understanding of propaganda by creating their own culturally relevant poster.
- Through open discussion and one-on-one discussion students will determine if propaganda is immoral, or occasionally used for good.
- Students will be asked to think of examples of propaganda in today's society while creating their own.
- Emphasis on design, balance, and typography will be evident in the final product, and brought to the student's attention during exposure to examples of WWII ear propaganda